The study offers an alternative for the debate about the gender gap in STEM fields based on the relationship between engineering, gender, and ignorance. Unlike other approaches to the gap, its focus is epistemic. Its thesis is that gender can be taken as an epistemic factor of production of ignorance in engineering education. To support this thesis, the object of analysis is an extracurricular program employed for the education of engineering students in a Colombian university. Its method of data collection is the charrette workshop. © 2021 Universidad de Valladolid. All rights reserved.